ความเชื่อของครูวิทยาศาสตร์: ทบทวนวรรณกรรมและแนวทางการศึกษา
Article Sidebar
Main Article Content
Abstract
Witchayada Nawanidbumrung and Sara Samiphak
รับบทความ: 27 กันยายน 2561; แก้ไขบทความ: 15 สิงหาคม 2562; ยอมรับตีพิมพ์: 15 กันยายน 2562
บทคัดย่อ
ครูวิทยาศาสตร์เปรียบเสมือนกุญแจสำคัญในการขับเคลื่อนพลเมืองให้เป็นผู้รู้วิทยาศาสตร์ ดังนั้นการทำความเข้าใจความเชื่อของครูวิทยาศาสตร์จึงเป็นสิ่งที่มีความสำคัญเป็นอย่างยิ่ง เพื่อเพิ่มความเข้าใจเกี่ยวกับการปฏิบัติการสอน และประสบการณ์ต่าง ๆ ที่มีผลต่อการพัฒนาทางวิชาชีพของครูวิทยาศาสตร์ ซึ่งจะเป็นสิ่งที่สามารถใช้เพื่อเป็นแนวทางในการเปลี่ยนความเชื่อของครูวิทยาศาสตร์ในประเด็นที่ยังไม่สอดคล้องกับการสอนวิทยาศาสตร์ที่ดีได้ โดยบทความในลักษณะทบทวนวรรณกรรมนี้มุ่งอธิบายรายละเอียดเกี่ยวกับความเชื่อของครูวิทยาศาสตร์ที่มีความเกี่ยวข้องกับการพัฒนาทางวิชาชีพครู เพื่อทำความเข้าใจความเชื่อและการปฏิบัติการสอนทั้งของครูก่อนประจำการและครูประจำการ รวมถึงมีการอธิบายความหมายและคำจำกัดความของความเชื่อของครูวิทยาศาสตร์ ความสำคัญ ปัจจัยที่มีอิทธิพลต่อความเชื่อ และเครื่องมือที่ใช้ในการศึกษาความเชื่อ ทั้งนี้เพื่อช่วยให้ผู้ที่เกี่ยวข้องกับหลักสูตรการผลิตครู เข้าใจและสามารถนำข้อมูลเหล่านี้ไปใช้ในการออกแบบการศึกษาเพื่อพัฒนาหลักสูตรการผลิตครูต่อไป
คำสำคัญ: ความเชื่อของครู ครูวิทยาศาสตร์ การพัฒนาทางวิชาชีพครู
Abstract
Science teachers can enhance students' knowledge so they become scientifically literate citizens. Thus, uncovering science teachers’ beliefs is very important in understanding their practices and experiences that affect their professional development. This can be a guide to change science teachers’ beliefs that are in conflict with best teaching practices in science. This review article aims at summarizing the state of the art of science teachers’ beliefs for those involved in teacher professional development, trying to understand pre–service and in–service teachers in terms of their beliefs and practices. The review includes the meanings and definitions of science teachers’ beliefs, its significance, factors affecting the beliefs, and its research instruments. This article intends for people involved in teacher preparation programs to gain some ideas in designing lessons in the teacher preparation programs.
Keywords: Teacher’s Belief, Science teacher, Teacher professional development
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Antoniadou, P. (2013). Primary teachers’ conception of science teaching and learning. The International Journal of Science in Society 4(1): 69–81.
Alabdullkareem, A. S. (2016). The impact of science teachers’ beliefs on teaching science: The case of Saudi science teachers. Journal of Education and Learning 5(2): 223–249.
Aquirre, J. M., Sharon, H., and Cedric, L. (1990). Student–teachers’ conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education 12(4): 381–390.
Buarapan, K. (2007). Relationships between fourth-year preservice physics teachers’ conceptions of teaching and learning physics and their classroom practices during student teaching. Songklanakarin: Journal of Social Sciences and Humanities 13(4): 596–620. (in Thai)
Calderhead, J., and Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher education 7(1): 1–8.
Doncompri, S. (2008). Science Teachers' Beliefs in Teaching and Learning Princi-ples and Their Practice. Master of Education Thesis (Science Education). Bangkok: Kasetsart University. (in Thai)
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching 15(1): 13–33.
Faikhamta, C. (2012). Pedagogical content knowledge for teaching science teachers: Current issues for science teacher educators. Journal of Education Prince of Songkla University 23(2): 2–19.
Friedrichsen, P., Driel, J. H. V., and Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education 95(2): 358–376.
Gess–Newsom, J. (2015). A model of teacher professional knowledge and skill includeing PCK: Results of the thinking from the PCK summit. In Berry, A., Friedrichsen, P., and Loughran, J. (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). London: Routledge.
Gheith, E., and Alijaberi, N. M. (2017). The conceptions of pre–service kindergarten and elementary school teachers on teaching science and the nature of science. Advances in Social Science Research Journal 4(2): 1–19.
Hancock, E. S., and Gallard, A. J. (2004). Preservice science teachers' beliefs about teaching and learning: The influence of K–12 field experiences. Journal of Science Teacher Education 15(4): 281–291.
Klainin, S. (2012). Science Education in Thai-land: Development or Recession. Bangkok: The Institute for the Promotion of Teaching Science and Technology. (in Thai)
Ladachart, L. (2015). Qualitative Research for Science Teacher. Bangkok: Chulalongkorn University. (in Thai)
Levitt, K. E. (2002). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education 86(1): 1–22.
Luft, J. A., and Zhang, C. (2014). The Pedagogical content knowledge and beliefs of newly hired secondary science teachers: The first three years. Educación Química 25(3): 325–331.
National Research Council [NRC]. (1996). National Science Education Standards. New York: National Academies.
Nawanidbumrung, W. and Samiphak, S. (2019). The Study of Relationship between Science Student teachers’ Beliefs about Teaching and Learning of Science and their Teaching Practices. Master of Education Thesis (Science Education). Bangkok: Chulalongkorn University. (in Thai)
Nespor, J. (1987). The Role of beliefs in the practice of teaching. Journal of Curriculum Studies 19: 317–328.
Nuangchalerm, P. (2015). Learning Science in 21th Century. Bangkok: Active Print. (in Thai)
Nuangchalerm, P., and Prachagool, V. (2010). Influence of teacher preparation program on preservice science teachers’ beliefs. International Education Studies 3(1): 87–91.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Res-earch 62(3): 307–332.
Pornkul, C. (2014). How to Choose the Best Preschool for your Child. 3rd ed. Bangkok: Chulalongkorn University. (in Thai)
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of research on teacher education 2: 102–119.
Richards, J., and Farrell, T. (2011). Classroom Observation in Teaching Practice. Practice Teaching: A Reflective Approach. Cambridge: Cambridge University.
Rokeach, M. (1968). Beliefs, Attitudes and Values: A Theory of Organization and Change. San Francisco: Jossey–Bass.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2): 4–14.
Sirinwarawong, A. (2000). How to Teach Sci-ence for Secondary School Students. Bangkok: Chulalongkorn University. (in Thai)
Skamp, K., and Mueller, A. (2001). Student teachers’ conceptions about effective primary science teaching: A longitudinal study. International Journal of Science Education 23(4): 331–351.
Srikoom, W., Hanuscin, D. L., and Faikhamta, C. (2017). Perceptions of in–service teach-ers toward teaching STEM in Thailand. Asia–Pacific Forum on Science Learning and Teaching 18(2): 1–23.
Subramaniam, K. (2014). Student teachers’ conceptions of teaching biology. Journal of Biological Education 48(2): 91–97.
Tatar, N. (2015). Pre–service teachers’ beliefs about the image of a science teacher and science teaching. Journal of Baltic Science Education 14(1): 34–44.
Taweesin, S. (2002). Educational Psychology. 5th ed. Bangkok: Thai Seng. (in Thai)
The curriculum development council. (2017). Secondary Education Curriculum Guide. Available from http://www.edb.gov. hk/en/curriculum-development/renewal/guides.html.
The institute for the Promotion of Teaching Science and Technology. (2012). Pro-fessional Science Teacher: The Way for Effective Teaching. Bangkok: Kurusapa Printing. (in Thai)
Tsai, C. C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International journal of science education 24(8): 771–783.
Tobin, K., and McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science education 80(2): 223–241.
Ueda, Y., and Isozaki, T. (2016). Research into development of beliefs about the goals and purposes of science teaching: Analysis of life stories of five experienced science teachers. Theory and Research for Developing Learning Systems 2: 35–47.
Vasinayanuwatana, T., Pinthong, T. and Faikhamta, C. (2018). Pedagogical content knowledge for teaching science teachers: Current issues for science teacher educators. Journal of graduate studies Valaya Alongkorn Rajabhat University 12(2): 82–104. (in Thai)
Wallace, C. S. (2014). Overview of the role of teacher beliefs in science education. In Evans, R., Luft, J., Czerniak, C. and Pea, C. (Eds.), The Role of Science Teachers’ Beliefs in International Classrooms (pp.17–31). Taipei: Sense.
Wong, S. S. (2016). Development of teacher beliefs through online instruction: A one-year study of middle school science and mathematics teachers’ beliefs about teaching and learning. Journal of Education in Science, Environment and Health 2(1): 21–32.
Yakar, Z., and Turgut, D. (2017). Effectiveness of lesson study approach on preservice science teachers’ beliefs. International Education Studies 10(6): 36–43.
Yilmaz–Tuzun, O. (2008). Pre–service elementary teachers’ beliefs about science teaching. Journal of Science Teacher Education 19(2): 183–204.